Highlights of the Report
Contents of section:
- Introduction
- The Program in New Haven
- National Advisory Committee
- The National Demonstration Project
- Financial Developments
The Program in New Haven
This section of the report covers the offerings, organization, and operation of the Institute's 1999 program for the New Haven teachers who participated as Fellows. It draws extensively upon the evaluations written by Fellows and seminar leaders at the conclusion of their participation. The report here documents the increasing teacher interest in Institute seminars, the content of the seminars that have been offered, the application and admissions process, the participants' experience in the program, and the preparation for 1999. With respect to long-range planning and program development, it describes the continuing progress in establishing Institute Centers for Curriculum and Professional Development in the schools, placing more Institute resources online, and providing computer assistance to the Fellows. It sets forth the structure and activities of the local advisory groups; and it outlines the process of local documentation and evaluation. We hope that this section of the report will be of interest to all those who assist in supporting, maintaining, and expanding the program in New Haven. We also hope that its account of our local procedures may prove useful to those who have now established new Teachers Institutes in Pittsburgh, Houston, Albuquerque, and UCI-Santa Ana. |
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National Advisory Committee
The account of the National Advisory Committee occupies a hinge position in this report because this Committee serves in an advisory capacity for both the program in New Haven and the National Demonstration Project. |
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The National Demonstration Project
This section of the report covers the second of four years to be devoted to the National Demonstration Project that is supported by the DeWitt Wallace-Reader's Digest Fund. It begins by describing the roles played by the Yale-New Haven Teachers Institute in this Project. It then describes the first year of common work in which all five of the Teachers Institutes have been engaged. In doing so, it draws upon evaluations written by school teachers, university faculty, and directors from the four new Teachers Institutes who participated in the Orientation Session, the July Intensive Session (with its four National Seminars), and the First Annual Conference in October-all of which were held in New Haven. It also describes the establishment of the National Steering Committee and the National Faculty Advisory Council, groups that are parallel to those in New Haven. The report then describes the accomplishments of each of the four new Teachers Institutes. It sets forth the national accomplishments that have already occurred and are expected to occur. It comments upon the learning in New Haven that is also taking place as a result of the National Demonstration Project. And it describes the ways in which the progress and the results of that Project are being disseminated and explains how the Institute's periodical, On Common Ground, will contribute to this effort. The report then describes the internal and external processes through which the National Demonstration Project is being evaluated. Internal evaluations are being conducted by the four new Teachers Institutes and by the Yale-New Haven Teachers Institute as monitor of the Grant from the DeWitt Wallace-Reader's Digest Fund. These evaluations are providing a continuing account of the challenges and accomplishments of the Demonstration Project. The external evaluation, which is proceeding in collaboration with the internal evaluations, is being conducted by Policy Studies Associates, commissioned by the Fund to perform this task. Looking toward the future, the report then points out the opportunity for further expansion of the newly established league of five Teachers Institutes. |
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Financial Developments
A final section of the report sets forth the recent developments in the continuing effort to obtain financial support for both the New Haven program and the National Demonstration Project. |